QAR
Category: Reading/language
Grade Level: All grade levels
1. What is the purpose of QAR?
Question Answer Relationship (QAR)
developed by Taffy Rapahel is an after
reading strategy used to improve students’
reading comprehension. QAR is a useful
tool in encouraging students to actively read
texts and comprehend the categories of
questions based on the source of information
essential for the answer (Sorrell, 1996).
2. With whom can it be used?
QAR is an effective strategy for all grade
levels and subject areas. However, Raphael
(1986) believes it is crucial to consider the
students’ age when selecting the type and
amount of instruction. This strategy can be
initially used with short, narrative texts and
gradually progress to descriptive texts.
Additionally, it can be used with students
with learning disabilities as well as students
who are average and high achievers.
3. What teaching procedures should be
used with QAR?
In order for students to strategically
implement this strategy, the teacher is
required to model the method by thinking
out loud. There are four QARs with the first
two labelled as “In the Book” and the last
two being “In My Head.” The four QARs as
outlined by Raphael in Sorrell (1996) are as
follows:
 Right There: Answers to questions can
be found in one sentence of the text –
explicitly stated. For instance: What
dessert did Molly place on the table?
 Think and Search: The answer is
provided in the text but the reader must
gather the information from several
places. For example: How do you make
a chocolate cake?
 Author and You: The answer is not in
the story. The information is based on
the reader’s prior knowledge in relation
to the information presented in the text.
How does the information mentioned in
the text fit together with the students’
prior knowledge?
 On Your Own: The answer is entirely
based on the reader’s experiences.
Prior to focusing on the subcategories of “In
the Book” or “In My Head”, students
should be able to distinguish between the
two main categories.
The teacher begins by presenting the text on
a chart paper, projector or the board where
students have a clear view. After the text is
read, the instructor presents the first
question in relation to the “In the Book”
category and demonstrates the process of
locating the information by thinking out
loud. This method continues with a
presentation of the second question
emphasizing the “In My Head” category
along with an explanation of the source of
information for the answer. After students
have developed a sound understanding of
the two major categories, the teacher turns
students’ attention to the subcategories of
“In the Book” consisting of Right there and
Think and Search. This process resumes
until students have developed a clear
understanding of the four QARs.
According to Taffy Raphael, “In working
with upper elementary and middle school
students, further extensions of the In the
Book category can be made by expanding
the Think and Search category” (1986,
p.520). Please refer to Appendix I for the
four QARs and expanded subcategories.
4. In what types of settings should QAR
be used?
QAR is most effective when initially applied
in a group setting allowing students to
practice and work collaboratively with peers
in order to gain a better understanding of the
category of questions and answers in
relation to the sample read. The teacher
provides students with immediate feedback.
Having completed the task in groups,
students proceed to completing the assigned
task independently.
5. To what extent has research shown
QAR to be useful?
QAR has been successful in improving
readers’
comprehension
skills
and
performance with answering questions based
on a text. The strategy assists students with
reading comprehension difficulties since it
engages the student in reading and
examining the material as well as
questioning and integrating information
(Sorrell, 1996).
References
Raphael, T. E. (1986). Teaching Question
Answer Relationships, revisited. The
Reading Teacher, 39(6), 516-522.
Raphael, T. E., & Au, K. H. (2005). QAR:
Enhancing comprehension and test taking
across grades and content areas. The
Reading Teacher, 59(3), 206-221.
Raphael, T. E. (1984). Teaching learners
about sources of information for answering
comprehension questions. Journal of
Reading, 27(4), 303-311.
Sorrell, A. L. (1996, October). Triadic
approach to reading comprehension
strategy instruction. Paper presented at the
32nd Annual Conference Learning
Disabilities Association of Texas, Austin,
TX.
The process of reading and understanding information proves to be exceptionally
challenging for students with learning disabilities. “Reading is an interaction among the reader,
the situation, the task, and the text that results in the construction of meaning” (Gaskins, Satlow,
& Pressley, 1990, p.194). Teaching comprehension strategies will enable the student to
effectively demonstrate good comprehension skills and apply the strategies learned in reading
texts and gathering the information required in answering questions. Sorrell (1996) suggests that
instruction for students with learning disabilities should be designed in order to foster active
thinking and questioning skills. A strategy utilized in developing and improving reading
comprehension skills is what Taffy Raphael refers to as Question Answer Relationship (QAR).
This post reading approach has shown to enhance the reading comprehension skills of students
with learning disabilities (Sorrell, 1996). QAR is a useful tool for students since it assists in
analyzing information and provides practice in questioning and gathering information from the
text. In addition, the method encourages students to explore their experiences and prior
knowledge in accordance with the text in answering questions effectively. This approach also
benefits the teacher as they are able to provide appropriate instruction based on the individual
needs of the students. For instance, based on assessments and the problems students encounter
in tests or writing exercises, the teacher may notice that the majority of students experienced
difficulty with integrating information from the text, which informs the teacher of the importance
of teaching the Think and Search category. By implementing and appropriately modeling this
strategy, students are provided with the steps required in actively reading and comprehending a
variety of materials independently.
Another critical and effective method of instruction for students with reading
comprehension disabilities entails “explicit instruction, multiple opportunities for instruction,
and carefully sequenced lessons” (Fletcher, Lyon, Fuchs, Barnes, 2007, p.199). The advantages
underlying QAR instruction are essentially the precise step by step instruction and modeling of
the strategy as well as the emphasis allocated to the repeated instruction and practice with a
category before proceeding to the next step in the method. In utilizing the QAR strategy,
students are encouraged to examine and reflect on the material read by familiarizing themselves
with various types of questions posed in stories and ways in which they could locate the
information.
It is evident that students benefit from receiving instruction in QAR; however, it is not
clear in the articles whether students who receive QAR instruction and practice in one year,
demonstrating improvements in reading comprehension, are able to maintain the strategies
acquired once they advance to the next grade. If teachers and schools do not share an
understanding of the benefits and long-term effects of such a strategy in developing reading
comprehension, students who had previously learnt and practiced applying the method to reading
will struggle with understanding the relationship between questions and answers.
An essential factor to consider when reading a text is the significance of comprehending
and making sense of what was read. Another drawback of the QAR strategy is that it does not
clarify whether the sample text provided in class makes sense to students before proceeding to
the task of teaching the QAR strategy. In order for students to gather information and locate the
answers to the questions, they must actively engage in understanding what they read.
Consequently, the post reading strategy may be combined with either a strategy during or prior to
reading a text. For instance, a pre reading strategy called TELLS Fact or Fiction includes steps
which require students to look for important and hard words in the text (Sorrell, 1996).
Moreover, Gaskins et al. (2007) refer to the survey-predict-set-a-purpose strategy in which
students prepare to actively engage in understanding what they read. Sorrell (1996) believes
that combining different techniques and strategies might offer an effectual method to teaching
comprehension skills. This will ease the process of locating information and answering questions
during the post reading exercise.
Through QAR instruction, teachers are better able to improve instruction around reading
comprehension by developing appropriate questions. These questions can be categorized and
modeled to guide the students through the strategy and provide immediate feedback. This
strategy does not only improve poor readers’ comprehension skills, but also allows students to
review, incorporate essential information from the text, and create and answer questions. Most
importantly, students understand that the text does not provide all the answers, therefore giving
consideration to their own experiences and background knowledge.
Appendix I
Relationships among four types of question-answer relationships
In the Book
Right there
Single
sentence
In My Head
Think and Search
(Putting It Together)
Author and You
On Your Own
Two
sentences
related by
pronoun
Explanation
Compare/
contrast
Cause/
effect
List/
example
Raphael, T. E. (1986). Teaching Question Answer Relationships, revisited. The Reading
Teacher, 39(6), 516-522.
References
Fletcher, J.M., Lyon, G.R., Fuchs, L.S., & Barnes, M. (2007). Learning Disabilities: From
Identification to Intervention. New York: The Guildford Press.
Raphael, T. E. (1986). Teaching Question Answer Relationships, revisited. The Reading
Teacher, 39(6), 516-522.
Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across
grades and content areas. The Reading Teacher, 59(3), 206-221.
Raphael, T. E. (1984). Teaching learners about sources of information for answering
comprehension questions. Journal of Reading, 27(4), 303-311.
Sorrell, A. L. (1996, October). Triadic approach to reading comprehension strategy instruction.
Paper presented at the 32nd Annual Conference Learning Disabilities Association of Texas,
Austin, TX.
West Gaskins, I., Satlow, E. & Pressley, M. (2007). Executive control of reading comprehension
in the elementary school. In L. Meltzer (Ed.). Executive function in education: From theory to
practice. New York, NY: Guilford. Pp. 216-236.